An operant pursuit of generalization

Stokes, Trevor F.; Osnes, Pamela G.

doi:10.1016/s0005-7894(89)80054-1

Cited by 332 publications

(239 citation statements)

References 39 publications

Supporting

Mentioning

237

Contrasting

Order By: Relevance

“…Teachers faced with such logistical problems often resort to developing more traditional classroom-based activities. Traditional classroom-based activities (e.g., lecturing about appropriate shopping skills, modeling social skills necessary to get along with coworkers) often do not provide an accurate depiction of the outcomes that are desirable for the target learners and will not facilitate transfer of learned skills to natural environments (Stokes & Osnes, 1989). Classroom-based (Morrow & Bates, 1987).…”

mentioning

confidence: 99%

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Wissick

Gardner

Langone

1999

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

Abstract. The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.The results of research indicate that successful community-based living and employment for persons with developmental disabilities is linked to the functional skills and knowledge they possess relevant to their home, community, and employment situations (Cuvo 8c Klatt, 1992;Wolfe, 1994). When these skills are taught in the context of community-based instruction, learning is more efficient and long term (Langone, 1990). Community-based instruction is a powerful approach for teaching functional living and vocational skills and has been shown to enhance students' learning of skills needed to become independent in their adult lives (McDonnell, Hardman, Hightower, Keifer-O'Donnell, & Drew, 1993;Snell & Browder, 1986).One issue associated with the delivery of community-based instruction is that the logistics of getting students to training sites frequently enough for learning to occur can pose problems because of travel and scheduling con- For students with developmental disabilities, simulations must be age-appropriate and functional, providing a method for the students to achieve performance in natural settings (Horner, McDonnell, & Bellamy, 1986 (McDonnell & Horner, 1985).The results of research indicate that in order for students to perform skills and generalize those skills in a variety of settings, they had to be taught in several natural settings (McDonnell, Horner, & Williams, 1984). Given the problems of training in the community and the additional problems of providing multiple experiences in the natural setting, researchers explored the use of simulations as an alternative for providing a range of experiences. Neef, Lensbower, Hockersmith, DePalma, and Gray (1990) Brown, Collins, and Duguid (1989) and Lave (1988) believe that learning should be cognitively situated to take place in realistic settings under the guidance of &dquo;experts&dquo; who assist learners with the knowledge they need to solve problems and provide the cultural indoctrination necessary to be successful in certain community environments. A technology-based application of situated cognition has been termed &dquo;anchored instruction&dquo; (CTGV, 1990(CTGV, , 1993b

show abstract

mentioning

confidence: 99%

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Wissick

Gardner

Langone

1999

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

show abstract

“…Theoretically, engineering ongoing social reinforcement for such avoidance from the child's peers and family members could contribute to maintenance of SHSe reduction. 39 Future studies should test preteen coaching procedures with and without concurrent advice to parents to support the preteen's effort to avoid SHSe. The geometric mean of raw values (and 95% CI) is given as an indicator of central tendency for these variables, which, due to skew, were log transformed for analyses.…”

Section: Acknowledgmentsmentioning

confidence: 99%

Providing Coaching and Cotinine Results to Preteens to Reduce Their Secondhand Smoke Exposure

Hovell

Wahlgren

Liles

et al. 2011

Chest

View full text Add to dashboard Cite

Background: Secondhand smoke exposure (SHSe) poses health risks to children living with smokers. Most interventions to protect children from SHSe have coached adult smokers. This trial determined whether coaching and cotinine feedback provided to preteens can reduce their SHSe. Methods: Two hundred one predominantly low-income families with a resident smoker and a child aged 8 to 13 years who was exposed to two or more cigarettes per day or had a urine cotinine concentration Ն 2.0 ng/mL were randomized to control or SHSe reduction coaching groups. During eight in-home sessions over 5 months, coaches presented to the child graphic charts of cotinine assay results as performance feedback and provided differential praise and incentives for cotinine reductions. Generalized estimating equations were used to determine the differential change in SHSe over time by group. Results: For the baseline to posttest period, the coaching group had a greater decrease in both urine cotinine concentration ( P 5 .039) and reported child SHSe in the number of cigarettes exposed per day (child report, P 5 .003; parent report, P 5 .078). For posttest to month 12 follow-up, no group or group by time differences were obtained, and both groups returned toward baseline. Conclusions: Coaching preteens can reduce their SHSe, although reductions may not be sustained without ongoing counseling, feedback, and incentives. Unlike interventions that coach adults to reduce child SHSe, programs that increase child avoidance of SHSe have the potential to reduce SHSe in all settings in which the child is exposed, without requiring a change in adult smoking behavior.CHEST 2011; 140(3):681-689Abbreviations: GEE 5 generalized estimating equation; LOQ 5 limit of quantitation; SHSe 5 secondhand smoke exposure; TC 5 target child; TLFB 5 timeline follow-back; TP 5 target parent

show abstract

“…Not only must students learn how to perform each of these skills, but they also must be able to apply them with different clients and clinical problems. Extensive and varied practice, to ensure that clinical skills transfer across varying client conditions is one of the major requirements for the development of an effective clinical repertoire (Stokes & Osnes, 1989).…”

Section: Statement Of the Problemmentioning

confidence: 99%

SIDDS: Simulations in developmental disabilities

Desrochers

Hile

1993

Behavior Research Methods, Instruments, & Computers

View full text Add to dashboard Cite

SIDDS, or simulations in developmental disabilities, is a computer system that provides students with the opportunity to acquire and practice skills in behavioral psychology. During the simulation, the student assumes the role of a psychologist whose professional duties involve the assessment and treatment of the severe problem behavior displayed by a child with a developmental handicap. Following an introduction to the use of the program, SIDDS guides the student/clinician through a series of steps involved in reducing a behavior problem. With the goal of eliminating the client's behavior problem, the student/clinician proceeds through referral, problem identification, assessment, functional hypothesis, and treatment stages. This article describes the content and structure of SIDDS and provides a glimpse of what future developments of this system will entail. REVIEW OF THE LITERATURE IN THE AREA OF EDUCATIONAL SIMULATIONSSimulation programs have been described as "an operating model of central features or elements of a real or proposed system, process, or environment" (Greenblat, 1988, p. 14). They provide a dynamic and life like demonstration of the relationship between variables that affect a phenomenon. In educational settings, the use of a simulation technique allows students to make a decision and then observe the effect of that decision in a particular situation. Simulationprograms are used in a wide range of teaching situations such as medicine (Bidwell, Collins-

show abstract

An operant pursuit of generalization

Cited by 332 publications

References 39 publications

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Providing Coaching and Cotinine Results to Preteens to Reduce Their Secondhand Smoke Exposure

SIDDS: Simulations in developmental disabilities

Contact Info

Product

Resources

About